DBA BLR English

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6thto11

th

Grades


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BASIC LEARNING

RIGHTS

6th to 11th GRADES


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MINISTERIO DE EDUCACIN NACIONAL

MINISTRA DE EDUCACIN NACIONAL DE COLOMBIAGina Parody dEcheona

VICEMINISTRO DE EDUCACIN PREESCOLAR, BSICA Y MEDIA

Vctor Javier Saavedra Mercado

DIRECTORA DE CALIDAD PARA LA EDUCACIN PREESCOLAR,BSICA Y MEDIAAna Bolena Escobar Escobar

SUB DIRECTORA DE FOMENTO DE COMPETENCIASPaola Andrea Trujillo Pulido

GERENTE COLOMBIA BILINGERosa Mara Cely Herrera

AUTORES

EQUIPO COLOMBIA BILINGE

COORDINADORA DE PROYECTOS COLOMBIA BILINGEMartha Sofa Galvis Silva

PROFESIONAL COLOMBIA BILINGECarlos-Javier Amaya G.

FUNDACIN UNIVERSIDAD DEL NORTE

DIRECTORA DEL DEPARTAMENTO DE ESPAOLDra. Nayibe Rosado

DIRECTORA DEL DEPARTAMENTO DE LENGUAS EXTRANJERASMag. Lourdes Rey

DOCENTE E INVESTIGADORADra. Angela Bailey

DOCENTE E INVESTIGADORAMag. Erica Ferrer Ariza

DOCENTE DE INGLS BSICA, SECUNDARIA Y MEDIAMag. Zulay Esther Daz Mercado

DOCENTE DE INGLS BSICA, SECUNDARIA Y MEDIAMag. Migdonia Abud Caarete

ISBN 978-958-691-778-02016

DISEO GRFICO Y DIAGRAMACINTEAM TOON STUDIO

DISEO EDITORIALJaneth Barrios, Camila Gmez, Carolina Soleno,Beatriz Jimnez

ILUSTRADORESOscar Reyes, Camila Gmez, Carolina Soleno

BEATRIZ JIMNEZDireccin de arte

LEN MEJADireccin general


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Estimada Comunidad Educativa,

El Plan Nacional de Desarrollo 2014-2018 Todos por un nuevo pas, tiene como objetivo

construir una Colombia en paz, equitativa y educada. El Ministerio de Educacin Nacionalse hace partcipe de esta meta y pone todos sus esfuerzos en establecer la calidad y

la equidad en el contexto educativo a travs de programas como Colombia Bilinge,

cuyas acciones se enmarcan dentro del propsito de hacer de Colombia la mejor educada

de la regin para el ao 2025.

Hoy presentamos al pas los Derechos Bsicos de Aprendizaje de Ingls y el Currculo

Sugerido de Ingls para los grados 6 a 11, herramientas que buscan que los estudiantes

alcancen un nivel de ingls que les permita comunicarse, interactuar y compartir

conocimiento, y a la vez potenciar sus capacidades humanas y profesionales.

Estos dos documentos se construyeron teniendo en cuenta las necesidades y caractersticaspropias del sector educativo, lo que permiti establecer ejes pertinentes y adaptables

a los contextos particulares de cada institucin. Valoramos y entendemos la diversidad

cultural, demogrca y social de nuestro pas, por lo que estos documentos se presentan

como una propuesta dirigida a los docentes de ingls, sus instituciones educativas y las

secretaras de educacin. Dichos actores, en su autonoma curricular, podrn analizar,

adaptar y adoptar cada uno de los elementos dentro del marco de los procesos de

enseanza y aprendizaje del ingls.

Los Derechos Bsicos de Aprendizaje y el Currculo Sugerido de Ingls son una apuesta

clara que busca generar igualdad educativa y hacer que la enseanza y el aprendizaje del

ingls sean vistos como una herramienta que fortalezca la formacin integral y pertinentepara los estudiantes del siglo XXI en Colombia. Por esta razn, el Currculo Sugerido integra

diferentes ejes de formacin, tales como la Paz y la Democracia, aspectos fundamentales

en la construccin de un pas en paz que busca abrirse cada vez ms al mundo globalizado

y multicultural en el que vivimos.


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Este documento se construy con el apoyo de expertos nacionales e internacionales

y de 94 docentes evaluadores de diversas regiones del pas, en un proceso que nos

permite asegurar su calidad y pertinencia para el contexto educativo colombiano. Con

estas herramientas, los docentes de ingls y las Instituciones Educativas aportarn cada

vez ms a la construccin del pas bilinge que deseamos y al alcance de la meta de serel pas mejor educado de la regin.

GINA PARODY DECHEONA

Ministra de Educacin de Colombia


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BASIC LEARNING RIGHTS: ENGLISH

BLRs complement the design and updating of curricular proposals as they encompass

some fundamental elements for the development of the communicative competence in

English. However, they do not intend to replace existing curricula since they are understoodfrom a wider and more complex perspective as the set of criteria, study plans, programs,

methodologies and processes that contribute to a holistic education as well as to the

construction of national, regional and local identity, including human, academic, and

physical resources necessary to put in place policies and carry out the Proyecto Educativo

Institucional(PEI) (Article 76, General Law of Education. Law 115 of 1994).

INTRODUCTIONThe Basic Learning Rights (BLRs) in the area of English language are an essential tool for

ensuring quality and equity in education for all children in Colombia. These rights describe

the knowledge and skills that students must learn in English class in grades 6th to 11th inthe Colombian educational system. The BLRs are structured coherently with the Curricular

Guidelinesand the Basic Standards of Competence(BSC), and they are tools that allow

for the identication of key aspects necessary for the development of the communicative

competence of students in a foreign language. In this way, the BLRs are expressed in terms

of the language skills of listening and reading comprehension and those required for oral

and written expression.

The BLRs are a selection of communicative skills that:

Allow for the progressive development of language skills in English from 6th to11th grade.

Provide examples that illustrate and explain language skills in terms ofcommunicative goals that may be reached by students in a given school grademaking comprehension easier for the entire learning community.

Can be used for lesson planning as the proposed activities should ideally involveseveral BLRs from the same grade.

Are nota class activity or lesson in itself. Are notorganized in a particular order even though the BLRs are numbered. BLR

3, for example, does not necessarily have to come after BLR 2.


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RATIONALEThe National Ministry of Education, through its work to improve the countrys quality of

education, has identied the need to provide tools that strengthen school practices in the

public educational institutions of the country, ensuring holistic learning in the differentareas of study.

For the purpose of providing, guiding and offering a basic benchmark to help improve

school practices, the English Basic Learning Rights have been designed. These Basic

Learning Rights identify the key knowledge and skills that all students in grades 6th to 11th

in the country must develop. The importance of the Basic Learning Rights is evidenced

through the proposal of fundamental elements for the construction of learning throughout

each school year so that, as a result of this process, students can also achieve the Basic

Learning Standards and the goals established by the National Government through the

National Development Plan (2014-2018).

The BLRs support the development of curricular proposals articulated within Educational

Institutions and their plans for the English area of study; they also serve as reference

statements to check whether students are achieving the expected learning in their

classrooms and to help dene actions for continuous improvement.

As support for the BLR, the National Ministry of Education will present a Suggested

Curriculum Structure that will allow public schools ensure these rights are granted. This

proposal is available for download at www.colombiaaprende.edu.co/colombiabilingue .

1


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TARGET AUDIENCE2The BLRs are a tool that the National Ministry of Education (MEN) makes available to the

entire educational community.

For Local Education Authorities, it serves as a guide that allows them to promote

curricular initiatives that can be adapted to the needs of their public schools. For Public Schools, it guides them in designing plans for the English area of study

according to grade and language prociency level as well as for creating lesson

plans in order to achieve expected learning.

For teachers and coordinators, it serves as a benchmark for carrying out overallcurricular and area of study design and classroom practices.

For families, it allows them to identify and interpret the learning achieved by theirchildren in their educational process and helps reinforce learning from home as

well as promotes more involvement from families in the decisions of their childrens

schools.

Forstudents, it provides them with information on what they should learn duringthe school year and in each grade level to guide their personal study process, as

well as helps them understand what they need to know in order to prepare for the

state exams and entrance into higher education.

For the National Ministry of Education, universities, schools of education andForeing Language Licenciatura programmes and other educational entities, it

allows them to generate appropriate strategies that dene what students should

learn at a basic communicative level of English during their time in the Colombian

public education sector.


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STRUCTURE AND COMPONENTSOF THE BASIC LEARNING RIGHTS: ENGLISHFor Grades 6th to 11th, there is a list of Basic Learning Rights (BLR). Every

BLR is presented as follows:

3

Luisa:Hi, Luisa. Tomorrow wehave our math test.

Anita: That is true. Im verynervous. I need to pass.

Luisa:Why dont we studytogether?

Anita:That is a great idea.When we nish, we can playsome videogames to relax.

Luisa:Ok. Come to my houseafter school.

Anita:Ok. See you there.

It represents the BLRnumber, but it doesntsuggest a specicorder or learningstructure during theacademic year.

Secondary ideas orclarications giving

a context to theBLR. These ideas

are written in a colorthat is different fromthe one of the rst

statement.

BLR that the student should achieve by the endof the academic year.

An icon indicating the ability or abilitiesto be developed.

An example to make the BLR easierto understand.

Participates in short conversations providing information about him/herself

as well as about familiar people, places and eventsusing simple phrases andsentences previously memorized. For example:

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3.1WHAT SKILL IS EACH BLR TARGETING?

Each of the icons below represents a skill or set of skills to be developed in each BLR.

LISTENING READING WRITING

MONOLOGUE CONVERSATION

First, there is a numbered statement that matches the basic learning

right the student is entitled to receive during the school year. The

statement is identied by a color and corresponds to either one or

several language skills (reading, listening, writing, monologue and/or

conversation). It will be expressed in the third person singular since it

refers to the student.

Then, secondary ideas or clarications that contextualize the BLR are

written in a different color.

Lastly, there is an example to allow for better comprehension of the

BLR. This example is notintended to be the only activity performed

in class, as it does notrepresent all of the implications of the BLR, but

rather represents a sample of what the student may develop within acertain context.


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BASIC LEARNING

RIGHTS

6th to 11th GRADES


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BASIC LEARNINGRIGHTS

ENGLISH


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ENGLISH

6th Grade

1

Participates in a short conversation where he/sheprovides his/her name, age and basic information toprofessors, friends and acquaintances. For example:

Understands and uses familiar words and short phrasesabout routines, daily activities and preferences. Forexample, the student understands or can produce a text likethe following:

Im Angela Poole.

Im a doctor.

I work in a hospital.

I really like my job.

On weekends, I like

to play soccer with my

children and listen

to music.

Dont run inthe halls.

Use thetrash can.

Turn offthe lights.

Understands instructions related to class, school, andcommunity activitiesand expresses them in oral and

written form to evidence his/her understanding. Forexample:

Hello, I am Antonio. I am your new classmate.

I am ne, thank you. What is your name?

My name is Margarita.

Hi Antonio, How are you?

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Antonio:Where are you from?

Margarita: I am from Riohacha.

Antonio:Margarita, how do you spell that?

Margarita:R-I-O-H-A-C-H-A

Antonio: Nice to meet you, Margarita

Margarita:Nice to meet you, too.

Requests and provides clarication on how names andunknown words are spelled.

2

Name:AngelaLast name:PooleOccupation:DoctorLikes:Play soccerand listen to music.

4


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ENGLISH

6th Grade

5Describes the basic characteristics of people, things,and places found in his/her school, city or community usingshort phrases and sentences. For example:

Writes basic personal information in pre-established

forms that request information such as name, age, date ofbirth, gender, nationality, address, phone, etc. For example,the student lls in an identity card with basic personalinformation.

Carnival of Barranquilla

Carnival is one of the most traditional

Colombian folklore celebrations.

Dance groups, costume makers, and

the Queen of the Carnival work veryhard to make it an unforgettable party.

We celebrate carnival for four days.

On Saturday, we see The Battle of

Flowers, a parade of dance groups

and oats.

On Sunday, we see La Gran Parada de

Tradicin and the Orchestra Festival.

On Monday, the Gran Parada de

Comparsas shows fantasy costumes

and dancing.

Carnival ends on Tuesday with The

Burial of Joselito, who symbolizes the

joy of the Barranquilla Carnival.

What is the Carnivalof Barranquilla?

The Carnival is a traditionalColombian folklore celebration.Where is this celebration

performed?

Barranquilla.Who participates in the party?

Dance groups, costumemakers, and the Queen ofthe Carnival.What is the Battle of Flowers?

A parade of dance groupsand oats.

My City

I live in Pasto. This is a small and beautiful city in the Andeanarea of Colombia. There are many mountains around the city.Many tourists visit the famous Galeras Volcano and participatein the Black and Whites Carnival.

Carlos:This text isabout France andsome interestingfacts.

Jess:Yes, forexample the capital

is Paris and thelanguage they speakis French.

Carlos:And the agis blue, white andred.

Name:MariluzLast name:GonzlezSex:Male __ Female X

Age:15Birthday:August 24ThNationality:Colombian

Address:79th St # 42 - 200City:TunjaPhone:741 48 60

Answers questions related to what, who and when afterreading or listening to a short simple text whose topicis connected to familiar events. For example, whenever thestudent reads or listens to a text, he/she can answer questionslike the following:

Understands the subject and general information of a short

simple text using aids such as images, titles, and key words.For example, after reading a short text, the student sharesideas with his/her classmates on the topic.

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6

8


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ENGLISH

6th Grade

9

11

10

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ENGLISH

7th Grade

1Participates in short conversations providing information

about him/herself as well as about familiar people,places and events using simple phrases and sentencespreviously memorized. For example:

Writes short and simple texts about familiar actions,experiences, and plans using a sequence of images anda pre-established model for the text. For example:

Describes people, activities, events and personal

experiences orally using simple phrases and sentencespreviously rehearsed with his/her classmates and teacher. Forexample, the student makes a short and coherent presentationon how to live in harmony in the classroom.

Understands the main idea and details related to activities,places, and people in a short descriptive text throughfamiliar words and phrases. For example, the student identies

information and details connected to place of birth and otherplaces and activities mentioned in a biography.

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2

4

Anita:Hi, Luisa. Tomorrow

we have our math test.

Luisa:That is true. Im very

nervous. I need to pass.

Anita:Why dont we study

together?

Luisa: That is a great idea.

When we nish, we can play

some videogames to relax.

Anita:Ok. Come to my

house after school.

Luisa:Ok. See you there.

Good morning,

Harmony in the classroom is very important; I

will share some ideas to help us do this.

Respect the teachers, the classroom, other

students and yourself. To show respect we canlisten to others and take turns when we speak.

It is also important to understand that people

have different points of view. These ideas can

help us live in harmony in our classroom.

Mother Teresa of Calcutta

Mother Teresa was a catholic nun born in Uskub, Ottoman Empire onAugust 26, 1910. This is now Skopje, the capital of the Republic of Macedonia.Her real name was Agnes Gonxha Bojaxhiu. Her father died when she was

a little girl and her mother raised her. She decided to devote her life to Godwhen she was very young. She became a sister of Loreto when she was 18years old.She is well known worldwide for her humanitarian acts. She created theorganization of the Missionaries of Charity to help many poor, sick andneedy people. In 1979, she received the Nobel Peace Prize for her hard work.After her death in 1997, the Catholic Church started the process to makeher a saint. Today there are more than 4,000 nuns like Mother Teresa takingcare of the poorest people in the world.

To keep a healthy life style, we need to take care of our body,mind and soul.

People need to doregular exercise

and havea balanced diet.

People need toenjoy family andfriends and learn

new things to keeptheir mind healthy.

People also needto meditate andlive with passion

to have a long andhealthy life.

Character Mother Teresa of Calcutta

Name Agnes Gonxha Bojaxhiu

Place and date of birth Uskub, August 26, 1910

Contributions to humanity Humanitarian acts

Year of death 1997


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ENGLISH

7th Grade

5Recognizes specic information in written and oraltexts related to objects, people, and actions when theyare familiar to the student and the related information ispresented slowly. The student may require use of visual aidssuch as images or texts for comprehension. For example,when listening to the teacher describe the process ofrecycling, the student completes a diagram with missinginformation.

Describes actions related to a subject in his/her family or school environment using simple sentences and images. For example:

Gives and follows instructions, recommendations, and

suggestions about topics related to his/her immediatecontext. For example, the student gives instructions onhow to make a traditional dish.

Recipefor anomelette

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6

Collection

Separation

Transportation

Storage

Destruction

Recycling

Disposal

We are destroying our

planet. It is necessary

that we make decisions

to save it.

I will start with me.

For example, I will take

short showers to use

water efciently.

I will plant new trees in

my mums garden.

I will recycle paper,

plastic and cans at

home and at school.

In this way, I can

contribute to save our

planet.

1. Crack the eggs intoa bowl with salt andpepper. Beat wellwith a fork.

2. Pour the eggs in a fryingpan and spread them outevenly.

3. Put some grated cheese.

4.Fold it over in half andremove from pan.


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ENGLISH

7th Grade

8 9

10 11

12


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ENGLISH

8th Grade

1Requests and provides information about experiences

and plans in a clear and brief manner using his/her owninformation or information about familiar situations. Likewise,the student uses familiar vocabulary and may ask for assistancefrom classmates and/or the teacher. For example:

Recognizes specic information in short oral and written

texts on topics of general interest. The student uses

different reading strategies such as: previewing (images,titles, subtitles, etc.), prediction, the underlining of keywords and Spanish cognates, and the identication of thegeneral idea of the text (skimming). For example:

Explains in written form different familiar situations andfacts in a coherent and simple manner. The student canestablish relationships of addition, sequence, and cause andeffect as well as simple comparisons. For example:

Exchanges information about academic and generalinterest topics, through simple conversations, dialogues,

and role-plays.In these conversations, the student mayexpress opinions in a simple manner using previouslystudied models. For example:

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2

4

Laura: Did you send the email to your teacher?

Daniela: No, I didnt. I am going to send it later.

Laura: Remember that we have until 3:00 p .m.

Daniela: I know. I will do it.

Santi:Do you think that recycling paper is important?

Camilo: Yes, because recycling paper saves the trees in the forest.

English around the World

People use words to express their ideas, intentions, emotions and

information. Currently, the words that people use are often English words.

The English language has More than 500.000 words. Most of these words are

very unusual: we almost never use them. Some words that English speakers

use are taken from different languages. For example:

Avocato, Barbecue and Totem come from indigenous American language.

Jungle and Yoga are of Indian origin.

Kangaroo comes from an aboriginal Australian word.

Ketchup is Chinese.

Color is Latin.

Besides, other languages take some words from English too , for instance:

Basketball, Tennis, Play Station, Chat, O.K., Bye.

Actually, you do not need to travel to USA or UK to learn English becauseEnglish is everywhere.

Reading strategy: Predicting:

Key words

How many times do these words

occur in the text: English, language

(s), word?

Reading strategy: Predicting:

Cognates

Find words in the rst paragraph

that are similar to Spanish words.

Santi:How do you save

the trees?

Camilo: If we recycle

paper, we dont need to

cut more trees to make

more paper.Santi: I agree with you.

I also think recycling paper

is very important.

Precipitation

Condensation

Evaporation

The Water Cycle

Earth is mostly water. Water is needed for all forms of life. Water can be

found in snow, glaciers, lakes, rivers, streams, and underground. Water can

also be in the form of vapor. The sun heats the water and it evaporates into

the atmosphere. When the atmosphere is cold, the vapor becomes clouds. It

rains or snows because of temperature variations in the atmosphere.


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ENGLISH

8th Grade

5Makes recommendations to people in his/her community

about what to do, when and how, based on daily situations inhis or her family life, school or local environment. For example:

Expresses emotions and feelings about a situation or

specic topic related to his/her family or school andpresents supporting reasons in a clear and simple

manner. For example:

Makes brief presentations on academic topics related

to his/her school environment or community includingin the presentation: relevant facts, specic details, andspecic vocabulary pertinent to the topic. Prior to givingthe presentation, the student prepares and receives advicefrom his/her classmates and/or teacher. For example:

Briey narrates current facts, daily situations orpersonal experiences orally and in written form. To doso, the student considers the sequence of actions and theclarity of ideas and receives advice from classmates and/or the teacher. For example:

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6

8

Tomas:You should organize your

free time.

Eduardo: Really? How?

Tomas:You can make a schedule.

Eduardo: Really, is it helpful?

Tomas:Yes. I do it and it really helps

me to organize my time.

Eduardo:Thank you! I will try.

Tomas: I think that you really need

to do it as soon as possible.

Eduardo:Can you help me to do it?

Tomas:O.K. Do you want to start

right now?

Eduardo: It is O.k. I am free!

Tomas:First of all, you should know when

you are free and what activities you have

to do; then, you should plan the activities

according to their importance.

Eduardo: Oh! Thats a good idea! I am

going to do a list of my pending

activities.

Good morning! My purpose today is to talk about language. Language is

the ability to acquire and use the system of communication. There are about

5.000 to 7.000 languages in the world. When we communicate, we can use

words, symbols, gestures, movements, or images. It means that language

can be verbal (words: spoken or written) and non verbal (images, gestures,

movements, symbols). In conclusion, we use language to interact with other

people, to express our ideas, feelings and emotions.

Sara:I am really sad.

Julio:Why? Whats up?

Sara:My best friend has a

serious problem.

Julio: What kind of problem?

Sara:She has an eating disorder

called anorexia and I dont know

how to help her.

Julio:Oh, dear! Lets talk to our

teacher.

My rst trip...The rst time I left my small town was when I went to the capital. We hada school visit to a local newspaper printing plant to understand the processof producing and printing the newspaper. When we nished the activity, wewent to a mall. It was exciting for me because I had never been to a mallbefore. There were some things which surprised me because I had neverseen them, such as: the electronic stairs and the elevator. I was afraid rstbut once I tried them, I really enjoyed it!


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ENGLISH

8th Grade

9

11

10

12


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ENGLISH

In order to prevent Chikungunya, I will follow

these recommendations: First, I will empty or cover

containers such as buckets, dustbins and ower pots

in my yard. By doing so, I can assure that mosquitoes

dont breed in my house.

Second, I will apply mosquito repellent on my armsand legs because the fragrance of the repellent will

keep them away.

Third, I will sleep under a mosquito net when

necessary so they dont bite me at night.

Chikungunya is preventable. It is always better

to be cautious rather than getting this disease.

Sometimes if it is not treated

on time it may even lead to

other health complications.

9th Grade

1Explains the reasons behind plans and actions related to

his/her personal, school and community environment. Thestudent structures explanations appropriately, uses connectorsbetween ideas, checks for spelling, and employs properpronunciation to communicate ideas. For example:

Summarizes information s/he has read or listened to onacademic and school related topics through a structured

written text. For example, after reading a text, the studentmay summarize it in one sentence.

Recognizes cause and effect relationships in short

written texts on academic topics. The student takes intoaccount vocabulary, connectors, and prior knowledge whenidentifying the relationships. For example, after readinga short text, the student identies causes and effects andspecies them in a graph.

Makes short presentations on academic topics of

interest using a clear structure and organization To make hispresentation he takes into account:.

3

2

4

Choosing the subject. Reviews (digital, written and oral

sources). Determination of the narrative structure, using a

general-specic pattern and vice versa. Structure: Introduction.

Presentation of the subject. Development. Explanation of

main ideas and characteristics of the subject. Conclusion. Brief

summary of the most important ideas.Preparation of didactic

resources(posters, digital presentations, etc.). Oral expression:

uses of technical terms, pronunciation, stress on key words,

good tone of voice, quoting sources. For example:

Good morning! Today, I am going to talk about Equality Right.

According to the Charter Rules, Every individual is equal; therefore, they

should have the same right to the equal protection and equal benet of the

law without discrimination and, in particular, without discrimination based

on race, national or ethnic origin, religion, sex, age or mental or physical

disability.

The Right to HealthAll individuals are entitled to a minimum standard of health.

The right to health has been included in documents such as the

Universal Declaration of Human Rights, the International Covenant

on Economic, Social and Cultural Rights and the Convention on

the Rights of Persons with Disabilities. However, the right to

health is interpreted and applied in different ways in every country

depending on certain conditions such as the denition, the

minimum aspects that are included, and the institutions that are

responsible for ensuring this right.

All people have the right to health as established in theUniversal Declaration of Human Rights, but how the right isinterpreted and applied depends on the conditions of everycountry.

Endangered species are those plants and animals that are in danger of extinction. There

are degrees of endangerment: critically endangered, threatened species, and vulnerable

species. Animals and plants extinction is a very normal process in the evolution of the

planet. The causes can be related to survival, climate, and human intervention.Survival relates to how an animal can live and reproduce in an environment. If the

conditions become unlivable, then the species will become extinct. When sudden

climate changes occur, less rain for example, a species may not be able to adapt well

enough to that new habitat. Human intervention includes destruction of the habitats by

chemical pollution, or exploitation of plants and animals for food and other products.

ENDANGERED

EXTINCTION

SPECIES

Survival Unlivable conditions

Climate Changes: less rain

Destruction of habitats

Exploitation of plantsand animals

Humaninvervention


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ENGLISH

9th Grade

5Expresses his/her opinion on an academic topic discussed inclass by quoting information presented by his classmates, otherpeople, or that comes from other sources. For example:

Exchanges information about academic and generalinterest topics in a conversation. To do so, the studentuses his/her notes from a reading or listening on the topic.For example:

Produces medium length texts making recommendationsor suggestions related to situations of academic, social, or

personal interest. To do so, the student takes into accountrelationships of compare and contrast and addition, amongothers. For example, after watching a video about safenavigation of social networks, the student writes a text in which

he/she gives recommendations on the topic to be published inthe school newspaper.

6

8

Blanca:Accepting differences helps us live in harmony.

Paola:I agree with you. However, there are a lot of people in our country who

dont accept differences. The Colombian Constitution states that Colombia

has ethnic, cultural, linguistic and religious diversity but most of us dont

respect the characteristics of others.

Blanca:As Mr. Rodrguez said in class, we have to start in our homes and

classrooms. We need to set some rules among us to

recognize the other.

Susi:In this video, we can see that the

number of pregnant teenagers has increased.

The government has developed many

campaigns but this situation continues.

Lili:Thats right. Also, it was interesting to

hear that teenagers dont think about the

consequences of their actions and dontlike to use contraceptive methods.

Susi:I agree, we need to think more about

the consequences of what we do.

Paola:Actually, in our class we

have agreed to not bully peoplewho use piercings and tattoos. The

reason for this bullying is that for

some people piercings and tattoos

are related to drug addiction. So,

bullying is not allowed in our class.

Blanca:Excellent idea! We have to

start with things like these actions.

Identies the type, purpose, and parts of a short written

or oral text and shares ideas from the text with classmates.To do so, the student uses the text structure, titles andsubtitles, sequence markers, connectors, and repeatedvocabulary. For example, after reading a narrative text onnetiquette, the student can explain what the text is about tohis/her classmates.

7

The text I read was about

netiquette. It had a short introduction

where they dene the word

netiquette and then they present

some rules to use when we post

messages in the different media. At

the end, the author says that following

netiquette rules is important to have

effective communication.

Safe Social Networking

Text Netiquette

Purpose Inform about rules to follow when writing online messages.

Type Explanation

PartsDenition: what is netiquette?Body: tipsConclusion: importance of netiquette for communication.

Facebook, Instagram, Snapchat,

and Twitter are among the

most frequently used social

networks. These sites expand

rapidly. Young people use social

networks to communicate among

them. However, the use of these

networks has its risks.

First, people can be vulnerablewhen they publish their locations

and what they are doing all

the time. People you do not

know can get your personal

information easily. They can

harm you. I suggest that people

avoid doing this.

Second, once your pictures go into

cyberspace, they always remain.

Pictures can be used to bully you

or your family. People should not

post pictures that others can use

against them. Choose your photos

carefully.

Finally, to keep social networking

safe, everyone must do their part.Do not give too much information

about you and dont post

inappropriate photos.


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9th Grade

9

11

10

12


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10th Grade

1

3

2Recognizes general and specic information in written and

oral opinion texts and discussions on familiar topics.Forthis purpose, the student asks questions such as What is thetext about? and What is the most important idea the authoris trying to express? For example, when reading a text, thestudent highlights the general ideas and the supporting detailsin each paragraph.

Writes narrative, descriptive and explanatory texts related to topics of interest or that are familiar to him/her..The student follows a modelfor the process of planning, writing, reviewing, and editing a text. The student may use his/her teacher and/or classmates to receive advice andsupport. For example, the student follows the structure below to write a text.

Explains ideas presented in an oral or written text abouttopics of interest or that are familiar through the use of

previous knowledge, inferences or interpretations. Forexample, when reading a text, the student makes commentsthat evidence his/her understanding.

In this letter, the writer says that tattoos are dangerous for people because

dirty needles can produce illnesses and infections. She thinks tattoos are not

good and will never let her children get one.

Think about and write down all the ideas that

come to your mind related to the topic.

I can understand from this discussion that parents have the responsibility to

guide their children and let them see how advertisers can trick them I

also understand that not all advertisements have the same intention, and it is

important to differentiate among the types .

Dear editor,I do not understand what is happening with young people

these days!! More and more often I see them with tattooson their arms, their legs, and some on their necks. Thisyounger generation does not know the r isks of tattooing.

There is the risk of long-term effects of illnesses andinfections that could be created by dirty needles. Besidesit is very painful to remove the tattoo if they change theirmind. Anyway, I will never let my children get a tattoo!

Brainstorming: advantages and disadvantages ofbeing a vegetarian.In a country like Colombia, vegetarians are oftenseen... weird people... they do not eat meat.Colombians... dont cannot understand people canlive without eaeng meat. But However, there aremore advantages than disadvantages in being avegetarian.

Paragraph 1: ...vegetarians have lower chances ofhaving heart atack.

Paragraph 2: ...vegetarians have lower chances ofdeveloping cancer...

Paragraph 3:vegetarians help to preserve theenvironment

Conclusion: to be a vegetarian has manyadvantages.

Protect your children from advertising

By Healthy Kids Foundation

Being a child today is very different from what it was ten or fteen

years ago. Children see thousands of advertisements on TV, on the

Internet, and all around them daily. As a parent, you can help your

children face the dangers of advertising by talking and explaining

to them what advertisers do and what their intentions are.

Children need to understand that advertisers will always try to make

them buy something because that is their job. They will always tryto present things creatively so children end up desiring the products

that companies advertise.

Finally, as a parent, you can help your children learn the differences

between commercial advertising messages and other types of media

messages that are produced with educational, entertaining, or

informative purposes.

Being a Vegetarian in Colombia: A hard Decision Tittle

In a country like Colombia, vegetarians are often seen as strange individuals because

they do not eat meat. Many people cannot understand how a person can live without

eating meat. However, there are more advantages than disadvantages in being a

vegetarian.

Introduction: Background/

general information.

Thesis statement

To mention a few,according to research, vegetarians have lower chances of having

heart attacks. Fatty red meat and processed meat are high in saturated fat, which

increases the levels of bad cholesterol in the body and, therefore, increases the risk

for heart disease.

Body paragraph 1 Topic

sentence Supporting ideas

Studies have also demonstrated that vegetarians have lower chances of developing

cancer. Every day cancer is more clearly connected to meat consumption. In short, a

vegetarian diet lowers the chances of getting cancer.

Body paragraph 2 (*If

needed) Topic sentence

Supporting ideas

Finally,vegetarians help to preserve the environment since raising cattle for beef and

milk emits a signicant amount of Ca rbon Dioxide into the air and also consumes vast

amounts of scarce resources such as water and land. When people decide not to eat

meat, they contribute with the preservation of the environment.

Body paragraph 3(*If

needed) Topic sentence

Supporting ideas 2

In conclusion,contrary to what many people may think, being a vegetarian has many

advantages.

Conclusion. Restatement

of the thesis.

Letter to the editor: Tattoos.


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10th Grade

4Composes clear and well-structured oral or written

messages taking into consideration the context in whichthey are produced using the necessary vocabulary and textstructures. For example, when writing an e-mail, the studentgreets the person, composes the message, and closesappropriately.

Holds spontaneous and simple conversations on topics ofpersonal or academic interest.Depending on the purposeand audience, the student chooses appropriate expressionsto begin, maintain, and end conversations. For example:

Exchanges opinions on topics of personal, social or

academic interest in a natural and coherent manner usingfamiliar expressions. For example, the student participates ina round table discussion giving his/her opinion on the topicbeing discussed.

Responds to questions and inquiries after an oral

presentation on general or academic topics of interestusing information previously consulted and organized. Forexample, the student can clarify doubts from an audience on atopic. For example:

6

5

7

To: Angela CastroCc:Subject: Absence to class this week

Dear Ms. Castro,I was feeling sick this morning. My head hurt, I had a rash,and I had a high fever. I went to the doctor, and he told methat I needed to rest. I have chikungunya. For this, I will notattend your class this week. I will give you thewritten excuse.

I will talk to my classmates to catch up. I hope that youunderstand my situation.

Regards,Nathalie

A student writes her teacher about her impossibility to attend her class.

David:I understand what youall mean, but investing in thecountry is also important. Ifwe open the park to tourisminvestment, more people willhave jobs, and families will havemore places to go and spendtheir time together.Diana:I think that more jobsand more places to visit a rentimportant. As I said if wedestroy nature, we destroy ourown life

Juan:Today we are going to talk about nature conservation, more specicallyabout Parque Tayrona. The question is: Should we open this natural park to tourisminvestment?Diana:Well, rst, I want to say that we have to be careful with nature. When wedestroy nature, we destroy our own life.Carlos:That is true! When we cut down trees, for example, we create problems with

the production of oxygen in the planet and also with the erosion of the soil.

How do earthquakes happen?An Earthquake is the shaking of the earth by the unexpectedmovement of rocks below its surface. This surface, called crust,is made of tectonic plates. These plates are independentblocks of rock. They crash or move away from each other andproduce changes in the earths topography. The areas wherethese changes happen are called fault lines

Q1: What does topography mean?Answer: Topography is the conguration of the surfaceof the earth, including its relief.

Q2:Are earthquakes predictable?Answer: Earthquakes are hard to predict. The exact day,time and place of an earthquake cannot be anticipated.Scientists are trying to do it, but it is difcult.

Hi, Michael. How are you?

Hi, Erica. Im ne. How are you?

Im doing well. Hey! Did you watch the newslast night? Nevado del Ruiz is melting! Canyou imagine that?

Oh my God! Its terrible! I went theretwo years ago w ith my family, and itsan awesome place. Is there any plan torecover it?

They didnt say, but I dont think so becausepeople dont help.

I hope somebody does something about it.

Me too. Hey! Im running late to class. Illsee you later.

Ok. Bye.


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10th Grade

8 9

10 11

12


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Animal Abuse

Animals are living beings just like humans. They cannot talk,

but they have feelings just as humans do. When we abuse

them, they feel pain. When we neglect them, they pay the

consequences. When we let them starve, they feel hunger. They

cannot take action to ght fo r their rights. Therefore, humans

have the responsibility to ensure animal rights as living beings are

respected. Those who violate their rights must be punished bythe law.

By concerned citizen.

11th Grade

1Identies the purpose of medium length oral and written

texts related to topics of general and academic interestand shares it with others using his/her knowledge about thestructure of texts. For example, after reading different texts,the student identies the purpose and type of each one.

Explains orally and in written forms the causes and effects

as well as the problem and the solution of a situation bydening the relationship between ideas to be explained andusing appropriate language. For example, the student explainsthe causes of a ood and its consequences in a logical manner.

Identies opinions of the author in oral and written texts related to his/her school environment using prior knowledgerelated to the topic as well as the structure of the text. For example after reading or listening to a text, the student writes abrief summary of the autors opinions.

2

3

The purpose of this Editorial isto support the idea thatColombia has all the rights tokeep the treasures found in theGalleon

The purpose of this manualis to explain how to install thesoftware

What happened yesterday

Heavy rain made the rivers overow. Although thecity does not have a formal evacuation plan, peoplehave created an informal emergency system. Thereare alarms in every neighborhood and local leadersactivated them when they realized there was a ood.

Consequently, people escaped the ood by runningto the mountains. For this reason,many lives weresaved and there were no injuries. In conclusion,having an emergency system could be the differencebetween life and death.


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11th Grade

Expresses his/her position on a familiar topic in written and oral form, taking into consideration his/her audience. To achieve this, thestudent sets the tone of the message depending on the context or relationship with the audience (formal or informal). For example, the studentmay express a personal opinion on the same topic to two different groups or people.

5

4Writes opinion texts about academic topics using a clear and simple structure. To do this, the student follows a model for the process ofplanning, writing, reviewing and editing a text.

Think about and write down all the ideas that

come to your mind related to the topic.

Brainstorming: Do citizens have the right to protectprivate information from the government?

Tracking information is common, and can be baddangerous for people. 2 importantjusticationsreasons are: right to privacy and freedom of speech.

Paragraph 1:our individual private posts areactions on the Internet should not be seen reviewed.Somebody can see our information and

Paragraph 2:we also have the right to say expressour thoughts and feelings freely too. If we want

Paragraph 3:to feel safe is very important to usas individuals

Conclusion:in my opinion, the government shouldnot track and use private information of citizens invasion of our privacy and...

Do citizens have the right to protect private information from the government? Tittle

Tracking information is becoming common, and without protection, it can be

dangerous for people. Three important reasons are: the right to privacy, freedom of

speech, and the right to feel safe.

Introduction: Background/

general information.

Thesis statement

Sometimes we post our actions on the Internet. These private posts should not be

reviewed or scrutinized by third party observers, specically the government. The

government can see our information and misinterpret it as something wrong or

illegal. Our private information is and should always be ours.

Body paragraph 1

Topic sentence

Supporting ideas

We also have the right to express our thoughts and feelings freely. If we want to

discuss a political point, for example, the government might use the information

incorrectly and take actions. Our expressions are private and should be protected

from government interpretation.

Body paragraph 2

(*If needed)

Topic sentence

Supporting ideas

The right to feel safe is very important to us as individuals. If we choose to state an

opinion or post an important event in our lives, we should be able to trust that it is

not going to be used for unsafe reasons by third party observers. Our information is

important to us, and it should not be violated for any reason.

Body paragraph 3

(*If needed)

Topic sentence

Supporting ideas

So, in my opinion, the government should not track and use private information of

citizens. This invades our privacy and our freedom of speech. It also can put us in

danger.

Conclusion

Restatement of the thesis

Hi Christian,

Can you imagine??? My Math teacher took awaymy cellphone cause it rang in class. I hate whenthese things happen !!! He will give it back to mein a week Why are teachers so strict? They

dont understand us. Its like if they were neveryoung. Arghhhh!! Im writing a message to theschool principal asap because I think this is unfair.WBS.

Kisses,Meli

Dear Mr. Castro,

I would like to express my disagreement with something Mr. Torres didin class yesterday morning. I was in his Math class, and by accident, mycellphone rang because I forgot to put it in silent mode. He immediatelyconscated my cellphone. It was not my intention to disrupt his class,

and I think I deserved a second chance before he did that. I understandteachers need to manage discipline in their classrooms, but I think Mr.Torres is too strict. He says he will return my cellphone next week. I thinkthis is unfair. I would like to ask you to talk to him, please, so he gives methe cellphone before that. I am looking forward to your kind reply.

Sincerely,Melissa Arias

MAIL MAILMessage to a friend Message to the schools principal


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11th Grade

6Expresses orally his/her point of view about a controversial

subject previously studied through the selection ororganization of information from reliable sourcee and use ofclear and structures ideas. For example, the student addressesan audience and presents his/her opinions using notes.

Maintains previously prepared formal discussions about

academic topics.To do so, the student follows the ideaspresented about the topic and expresses his/her opinionand contrasts it with the opinions of others in the discussion.For example, the student participates in a debate aboutimmigration policies.

7

The death penalty is not the right way to

reduce murder rates.

First, the death penalty may put the life of

innocent people at risk. Lawyers, judges, andjuries can make mistakes, and innocent people

can pay for murders they have not committed.

Second, the death penalty does not stop

murder from happening. Countries that use

death penalty still experience high murder rates.

Finally, we cannot kill someone to show people

that murdering is bad.

When I was a kid I didnt study much.

I listened to my teacher in class, and I

didnt study for exams. I remembered

the explanations, and I answered all

the questions. As I advanced from

elementary school to high school, it

was more complicated and I needed

to study, but I didnt. For this reason,

I failed grade 7 and that was a very

bad experience. I had to make new

friends, retake the course, graduatelater, and I had to feel my parents

disappointment. Since that moment,

I promised I was going to study

seriously, and I was going to be a

good student. Failing that year taught

me a very important life lesson.

Closing statements:

B:In short, we are humans, and we need to help each otherand integrate with other people.

Opening statements:A:Ladies and gentlemen, today were here to talk about

immigration problem in the country. We believe that ourcountry needs to close its borders to immigrants. Wehave many problems, and we cant solve other peoplesproblems

Rebuttal:

B: If countries around us have problems, those problemscould be our own problems in the future. For that reason, wemust help immigrants. Immigrants are people like youand me. Besides, we need to recognize that immigrants arepeople that contribute to our country in many aspects.

Narrates personal experiences or familiar stories inoral or written form through the use of details related tosituations, places, people, and actions. For example, thestudent shares a life lesson with classmates.

8


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9

11

10

12

11th Grade


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